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All Journal Jurnal Inovasi Pendidikan IPA SAINTIFIK@ : Jurnal Pendidikan MIPA Orbital: Jurnal Pendidikan Kimia Jurnal IPA Terpadu GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Pengabdian Masyarakat Khatulistiwa Jurnal Pengabdian Inovasi Masyarakat Indonesia Jurnal Pendidikan Kimia Unkhair (JPKU) Jurnal Pendidikan MIPA
Nurfatimah Sugrah
Program Studi Pendidikan Kimia FKIP Universitas Khairun
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Journal : Jurnal Pendidikan MIPA

 1 
Synergistic Effects of Problem-Based Learning and VAK Learning Styles on Critical Thinking and Self-Efficacy in High School Chemistry Sugrah, Nurfatimah; Mustafa, Linda Kurnia; Rakhman, Khusna Arif; Ahmar, Dewi Satria; Rahim, Fazly; Inayah, Nurul
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2343-2365

Abstract

This study investigated the impact of learning styles and learning models on students’ critical thinking skills and self-efficacy in chemistry, with a focus on atomic structure and fundamental chemical laws. The research design employed was a quasi-experimental 2×3 factorial design with 108 tenth-grade high school students. The independent variables were the learning model (Problem-Based Learning/PBL and direct instruction) and learning styles (visual, auditory, kinesthetic). In contrast, the dependent variables were critical thinking skills and self-efficacy. Data were collected using the VAK learning style inventory, a validated critical thinking test, and a self-efficacy questionnaire. Data analysis employed two-way ANOVA followed by Tukey HSD post hoc tests. The results revealed that both learning models and learning styles significantly impacted students’ critical thinking skills. Students with kinesthetic learning styles performed better in critical thinking than those with visual or auditory learning styles. However, learning styles did not significantly influence self-efficacy, suggesting that students’ confidence is more strongly shaped by mastery experiences, positive feedback, and social support. The PBL model significantly enhanced both critical thinking skills and self-efficacy, highlighting the value of collaborative and contextual learning activities in developing higher-order thinking and motivation. A significant interaction was observed between learning styles and learning models, with a notable benefit for visual and kinesthetic learners in terms of self-efficacy. This study acknowledges the fundamental limitation of the VAK framework, as empirical evidence for its validity remains weak; hence, interpretations should be made cautiously. Theoretically, the findings support Bandura’s social cognitive theory, which emphasizes that self-efficacy and learning outcomes are shaped through active engagement and authentic experiences. Practically, this study suggests designing adaptive PBL approaches aligned with learners’ diverse characteristics to optimize both motivation and confidence in chemistry learning. Keywords: learning styles, problem-based learning (PBL), critical thinking skills, self-efficacy.
Developing a Research-Integrated PjBL Model and Descriptive Assessment for Laboratory and Science Process Skills Rakhman, Khusna Arif; Cipta, Indra; Sugrah, Nurfatimah; Annisa, Dira Ayu; Wiratini, Ni Made; Kumendong, Nurbaiti
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp124-151

Abstract

This study aims to describe the implementation of environmentally friendly chemistry lessons and projects and the associated levels of students’ laboratory and science process skills. The Research-Integrated Project-Based Learning (RPjBL) model was proposed as a framework for developing industrially applicable processes for the synthesis of silver nanoparticles (AgNPs) using bioreduction agents derived from nature. The model was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model to describe the steps involved in synthesizing AgNPs. The sample consisted of 21 students who completed assessments of their laboratory and science process skills and their project performance. Expert reviews of the RPjBL model and the accompanying instruments (learning modules, instructional syntax, and assessment instruments) were performed through focus group discussions (FGDs) and the Delphi technique. The content validity of the RPjBL model, along with the supporting assessment instruments, was evaluated via Aiken's V analysis. The overall content validity was over 0.87. Reliability for each instrument was measured using Cronbach's alpha; the results indicated very good reliability (all > 0.70). Student assessment data demonstrate that students have a high level of proficiency in laboratory techniques, including the preparation of chemicals and materials (mean = 80.95), chemical handling (mean = 82.86), and performing laboratory procedures (mean = 80.00). Assessment of students' ability to perform the science processes demonstrated exceptionally high proficiency, especially in observing (mean = 88.10) and interpreting data (mean = 90.48). Assessment of students' project performance (using several measures of how well students understood the research process and the quality of their project presentations) had a mean of 75.69. Inferential analysis using Pearson’s correlation indicated a positive, but non-significant, relationship between students’ laboratory and science process skills. Overall, these findings suggest that the RPjBL model has the potential to integrate research-based education and green chemistry into the laboratory experience. Keywords: research-integrated project-based learning, green chemistry, laboratory skills, science process skills.
Co-Authors A. Rasyid Saraha Abd. Rasid Saraha Abdul Rasid Saraha Agung Abadi Kiswandono Agustang, Andi Tenri Pada Ahmad Muchsin Jayali Ajudin, Nurbani Amal, M. Ridha Haykal Annisa, Dira Ayu Baturante, Nur Jannah Beu Beu, Ramisa Cipta, Indra Dewi Satria Ahmar Fadlan Muin Fitriyana Ibrahim Hariman Hi. Djumat Hasan, Asriyani Hud, Rifki Ibrahim, Fitriana Ilham S.W. Mauraji Jayali, Ahmad Muchin Khadijah Khusna Arif Rakhman Khusna Arif Rakhman, Khusna Arif Kumendong, Nurbaiti Lasaratu, M. Lubhan Dewo Liestianty, Deasy Linda Kurnia Mustafa Liong, Nurhaja Mauraji, Ilham SW Muhammad Amin Muhammad Amin Muhdar, Sri Arlika Muliadi MULIADI -, MULIADI Muliadi Muliadi Mustafa, Linda Kurnia Muzdalifa, Eccy Sitti Ni Made Wiratini Nur A. Limatahu Nur Asbirayani Limatahu Nurul Inayah Rahim, Fazly Rahman, Nurul Aulia Rasmi A Sangaji Sangaji, Rasmi A Saprini Hamdiani Sasmayunita St. Hayatun Nur Abu Sudir Umar Sudir Umar Sudir Umar Sundari Sundari Sundari Syamsiar, Syamsiar Wahab, Iis Hamsir Ayub Yusri Sapsuha